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Open dialogue trainees' perspectives on learning processes and psychotherapeutic practice: A prospective focus group study. | LitMetric

Open dialogue trainees' perspectives on learning processes and psychotherapeutic practice: A prospective focus group study.

Fam Process

Susan Wakil School of Nursing and Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia.

Published: September 2023

AI Article Synopsis

  • Open Dialogue is a collaborative mental health care approach that emphasizes experiential learning over traditional teaching methods, focusing on dialogical psychotherapy instead of just technical skills.
  • A study followed Australian Open Dialogue trainees to understand their learning processes, using focus groups to gather data before and after their training program.
  • The main finding was the theme "Extending possibilities by holding ideas lightly," which highlighted the importance of flexibility in therapy and participants' greater willingness to share personal experiences and learn collaboratively.

Article Abstract

Open Dialogue is a collaborative approach to mental health care emphasizing integrated services and a dialogical psychotherapy approach. Open Dialogue training programs eschew traditional didactic teaching of technical therapeutic skills in favor of more experiential learning processes. It is unclear how these training programs affect trainees and shape their perspectives on Open Dialogue. Our aim was to follow up a group of Australian Open Dialogue trainees and explore their perspectives on learning processes and psychotherapeutic practice. We utilized a prospective focus group design with data from audio-recorded focus groups convened before (n = 2) and after (n = 3) participants completing an advanced Open Dialogue training program. Data were subjected to reflective thematic analysis. We identified the theme "Extending possibilities by holding ideas lightly," which represented a universal principle that participants applied to multiple aspects of their practice, for example, favoring multiple perspectives and approaches to therapy, including those other than Open Dialogue. This theme had two sub-themes: (1) "Allowing intimacy by being aware of personal biographies" and (2) "Learning by joining others," which reflected an increased willingness by participants to reflect on and share their inner experiences and an emphasis on joint experiential exercises in the training program. "Extending possibilities by holding ideas lightly" facilitated a means of incorporating a dialogical perspective into existing practices thus avoiding the potential barriers to a wholesale implementation of Open Dialogue. Findings indicated that the participants were not learning how to practice a therapeutic technique or propositional knowledge, but were socialized into a dialogical way of being.

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Source
http://dx.doi.org/10.1111/famp.12832DOI Listing

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